Out of the Classroom and into the Field

Re-framing Field Experiences for Urban Settings

Authors

  • Amanda V Wilkerson University of Central Florida, USA
  • Shalander Shelly Samuels Orlando, Florida, USA
  • Lynell Hodge University of Central Florida, USA
  • Headley White Bethune Cookman University, USA

DOI:

https://doi.org/10.32674/jump.v4i1.1158

Keywords:

Clinical and Field Experiences, Pre-Service Teachers, Urban Schools, Qualitative Inquiry

Abstract

Much empirical work has contributed to the understanding, defining, and re-framing teacher educator programs. Nevertheless, persistent areas of concern regarding teacher preparation models include clinical and field experiences. This article argues that student interns are prepared to teach subject matter, yet they require intentional, scaled support to apply best practices in urban school settings with Black children. The study explores the perceptions of pre-service instructional interns regarding their experiences in a large metropolitan school district. Utilizing a case study narrative inquiry research design, the researchers collected qualitative interview data. Further recommendations are put forward to encourage preparing pre-service interns to become engaged professionals for urban schools.

Author Biographies

  • Amanda V Wilkerson, University of Central Florida, USA

    Amanda Wilkerson, Ed.D., is an Assistant Professor at the University of Central Florida in the College of Community Innovation and Education. Her research focuses on explicating affirmative teaching practices, educational policies, and community organizing methods that improve community partnerships and bolster student success. Email: Amanda.Wilkerson@ucf.edu

  • Shalander Shelly Samuels, Orlando, Florida, USA

    Shalander Samuels, Ed.D., is a high school English/ESOL instructor and adjunct professor at Seminole State Community College in Central Florida. Her research interests include English Learners’ (ESOL/ELL/EL) achievement and creating unique literacy intervention programs in majority-minority communities. She is keen on developing varying opportunities through concepts of intersectionality, whilst connecting higher education and k-12 research, especially in urban areas.  Email: ssamuels2010@knights.ucf.edu

  • Lynell Hodge, University of Central Florida, USA

    Lynell Hodge, Ed.D., is an Assistant Director of Occupancy Management for Housing and Residence Life and an adjunct faculty member at the University of Central Florida (UCF). Her research interests include vicarious/secondary trauma in educational environments, student leadership and development, college student food insecurity, barriers to first-generation students, and women’s equity and inclusion and intersectional feminism. Email: Lynell.Hodge@ucf.edu

  • Headley White, Bethune Cookman University, USA

    Headley J. White, Ph.D., is an Associate Professor in Secondary Education in the College of Education at Bethune-Cookman University. He has presented at the Florida Reading Association conference, National Council for the Social Studies, and the International Society for the Social Studies.  He is a member of the National Middle School Association, National Council for the Social Studies, Alpha Phi Alpha Fraternity, Pi Lambda Theta International Education Honor Society. Email: Whiteh@cookman.edu

Downloads

Published

2020-02-15

Issue

Vol. 4 No. 1 (2020): Journal of Underrepresented and Minority Progress

Section

Articles